Response to Intervention is what good teachers have always done to help struggling children learn. The current version of RtI is novel because it mandates good instructional practices (i.e., empirically or research-based) and evaluation of academic progress (i.e., progress monitoring) for all children. Because RtI focuses on helping all children learn and modifying instruction to meet their needs, it received critical acclaim and widespread support.
Relates to Specific Learning Disability only Three Tier approach Tier 1 - In Tier 1, the idea is to provide scientific, research-based instruction or just plain old good teaching. During this Tier 1 instruction, instructional goals (benchmarks) are established, and regular progress monitoring of student performance is accomplished to make sure they are achieving at expected levels. Progress monitoring tools come from the curriculum-based measurement (CBM) tradition, where the test items should be related to the actual curriculum that the child is being taught.
Although the teacher should modify instruction or provide classroom accommodations in Tier 1 to help a struggling child, the focus is on good instruction and regular testing to ensure that a majority of children receive good instruction. If a child is not achieving at a level commensurate with his or her peers, a team, such as an Instructional Support Team or Child Study Team, should refer the child for a Tier 2 RtI intervention approach. At this point, we know that a child referred for Tier 2 services is not doing as well as the majority of students, and needs extra help.
Tier 2 - In Tier 2, the child should receive a specific intervention that has been shown to help similar struggling children. The child’s progress is carefully monitored to see if the intervention is working, and changes in the intervention are made until success is achieved.
In Tier 2, the intervention and measurement should be tailored to the individual child. The child may receive additional instruction from other teachers (e.g., reading teacher) and/or related services providers (e.g., school psychologist, speech language therapist). If the child does not respond to this individualized intervention, then the child should be referred for a comprehensive special education evaluation to determine eligibility for services (20 USC 1414(a-c)) and possible Individualized Education Program (IEP) (20 USC 1414(d)).
Tier 3 - Special Education
In RtI, Tier 3 special education services are not dramatically different from Tiers 1 and 2 interventions. These special education services in the Individualized Education Program (IEP) are to be “based on peer-reviewed research” (20 USC 1414(d)(1)(i)(IV)) as intensive progress monitoring continues. What is different is the level of intensity. Children in Tier 3 are likely to receive individualized instruction in an attempt to help them overcome their learning problems.
Although special education was once thought of as a “place,” IDEA 2004 clearly states that special education is “a service for such children rather than a place where such children are sent.” (20 U.S.C. 1400(c)(5)(C))
Wrightslaw Information - What you need to know about IDEA 2004 and RtI
Response to Intervention is what good teachers have always done to help struggling children learn. The current version of RtI is novel because it mandates good instructional practices (i.e., empirically or research-based) and evaluation of academic progress (i.e., progress monitoring) for all children. Because RtI focuses on helping all children learn and modifying instruction to meet their needs, it received critical acclaim and widespread support.
Relates to Specific Learning Disability only
Three Tier approach
Tier 1 - In Tier 1, the idea is to provide scientific, research-based instruction or just plain old good teaching. During this Tier 1 instruction, instructional goals (benchmarks) are established, and regular progress monitoring of student performance is accomplished to make sure they are achieving at expected levels. Progress monitoring tools come from the curriculum-based measurement (CBM) tradition, where the test items should be related to the actual curriculum that the child is being taught.
Although the teacher should modify instruction or provide classroom accommodations in Tier 1 to help a struggling child, the focus is on good instruction and regular testing to ensure that a majority of children receive good instruction. If a child is not achieving at a level commensurate with his or her peers, a team, such as an Instructional Support Team or Child Study Team, should refer the child for a Tier 2 RtI intervention approach. At this point, we know that a child referred for Tier 2 services is not doing as well as the majority of students, and needs extra help.
Tier 2 - In Tier 2, the child should receive a specific intervention that has been shown to help similar struggling children. The child’s progress is carefully monitored to see if the intervention is working, and changes in the intervention are made until success is achieved.
In Tier 2, the intervention and measurement should be tailored to the individual child. The child may receive additional instruction from other teachers (e.g., reading teacher) and/or related services providers (e.g., school psychologist, speech language therapist). If the child does not respond to this individualized intervention, then the child should be referred for a comprehensive special education evaluation to determine eligibility for services (20 USC 1414(a-c)) and possible Individualized Education Program (IEP) (20 USC 1414(d)).
Tier 3 - Special Education
In RtI, Tier 3 special education services are not dramatically different from Tiers 1 and 2 interventions. These special education services in the Individualized Education Program (IEP) are to be “based on peer-reviewed research” (20 USC 1414(d)(1)(i)(IV)) as intensive progress monitoring continues. What is different is the level of intensity. Children in Tier 3 are likely to receive individualized instruction in an attempt to help them overcome their learning problems.
Although special education was once thought of as a “place,” IDEA 2004 clearly states that special education is “a service for such children rather than a place where such children are sent.” (20 U.S.C. 1400(c)(5)(C))
(from http://www.wrightslaw.com/idea/art/rti.hale.pdf pp. 3-4)